Inn Chull Choi , Seon Yeong Park

DOI: Vol.18(No.4) 11-41, 2015

The present research explored the impact of different types of aural input recorded by native speakers (NS) and text-to-speech (TTS) on EFL learners’ performance in computer-based dictation tests. A set of computer-based dictation tests was developed. Participants in the study were 117 EFL learners, grouped into three proficiency levels. Results showed no significant effects of both input order and test types on the performance across the three levels. In contrast, there was a statistically significant difference among the three groups in dictation test scores. Tenuous interactions were detected between the test type and aural input regardless of learners’ proficiency levels even though they were not statistically significant. In the phrase dictation test, the types of input did not have an impact on the performance across the three levels. However, high school students were shown to be influenced by the types of input in the clause dictation test. The survey revealed that most respondents were in favor of dictation as a learning tool while noticing no significant differences between NS and TTS. The findings are expected to shed light on how to capitalize on potentials of TTS to develop an automated dictation test as an integrative testing and learning tool.

computer-based, dictation test, TTS, text-to-speech

Sang Mi Kim , Chung Hyun Lee

DOI: Vol.18(No.4) 42-69, 2015

Pronunciation is considered to play a significant role in successful communication in L2. Despite its importance, there seems to be the lack of sufficient practice and interaction in online English pronunciation classes at university level. As a solution, online peer feedback on students’ voice recordings is suggested, and this study aimed to explore the patterns of peer feedback in an online English pronunciation class and reflections on peer feedback for learning English pronunciation. The subjects of the study consisted of ten students enrolled in an online English pronunciation class at A university. Qualitative data sources included observations of the classroom BBS, voice recordings, reflective learning journals and interviews. The students’ produced comments were analyzed in terms of suprasegmental and segmental features of pronunciation as well as six types of corrective feedback. The data collected from reflective learning journals and interviews were analyzed and presented descriptively. The major findings of the study are as follows. First, the students produced more peer feedback on suprasegmental features than segmental features. Second, they provided more indirect feedback than other types. Last, they incorporated more peer feedback on segmental features than on suprasegmental features. Based on the findings, suggestions and implications are proposed.

English pronunciation, voice recordings, peer feedback, online class

Jin Young Lee

DOI: Vol.18(No.4) 70-98, 2015

Metacognitive instruction is a relatively recent trend in L2 listening comprehension pedagogy. One of the emphases is the incorporation of peer interaction and the pedagogical connection between in and out of classroom learning experiences. Under this pedagogical framework, this study investigated how metacognitive instruction reinforced with peer collaboration in a blended learning environment, influences L2 learners’ metacognitive awareness and listening comprehension. Two groups (N=44) of high-intermediate learners were randomly assigned to one of the two conditions: metacognitive group in blended learning (MBG) and a control group (CG). Data sources included pre- and post-tests, Metacognitive Awareness Listening Questionnaire, reflection journals, interviews, and audio-recording of peer collaboration administered and collected in the beginning and at the end of the intervention. The findings suggest that metacognitive instruction has a considerable impact on raising overall as well as the main components of metacognitive awareness, and L2 listening comprehension. The analysis of reflection journals, interviews, and verbal protocols indicated that learners benefitted from metacognitive process that was accompanied by ample opportunities for peer collaboration through computer-mediated communication. Research and pedagogical implications are discussed as to how the technological advancement can be better utilized to foster learners’ metacognitive awareness for L2 listening comprehension.

metacognitive instruction, metacognitive awareness, L2 listening comprehension, blended learning, CMC

Dae Hyeon Nam , Kwang Hyun Park

DOI: Vol.18(No.4) 99-120, 2015

This paper reports an analysis of development in Korean students’ argumentative essays using a special analytical unit, Theme. Defined as the initial position of a sentence, Theme is where background information is condensed and connected to new arguments in a logical manner, and thus, can serve as a powerful method of development. Recognizing the lack of research on thematic progression in a Korean EFL context, this paper explores the pattern of thematic progression by comparing Korean students`` argumentative essays (KSAE) collected from six different universities (200,469 words) to the Louvain Corpus of Native English Essays (LOCNESS), a 300,000-word collection of essays written by native speakers of English. The results show a significant difference between non-native and native speakers’ essays in all four key aspects of thematic structure: length, function, plurality, and semantic role. These findings indicate Korean students tend to overuse of highly formulaic and repetitive themes. Although the analysis is largely exploratory at this point, the approach taken in this paper shows the potential value of using Theme analysis for L2 writing pedagogy.

L2 writing, academic essay, Theme, thematic progression, corpus

Lee So

DOI: Vol.18(No.4) 121-147, 2015

Blended learning has been applied to teaching and learning of L2 writing in EFL contexts due to its pedagogical richness and efficiency. This case study aimed to explore the influence of L2 writing instruction in two types of blended learning - enhancing and transforming - on the development of students’ fluency, complexity, and accuracy as well as writing ability in higher education. The subjects of the study were 12 students in academic English writing courses of two universities in Korea. Data sources included the students’ essays in two tests (Tests 1 and 3), reflective learning journals, and interviews. The students’ essays were analyzed in terms of fluency, complexity, and accuracy using pertinent measures. Qualitative data from reflective journals and interviews were descriptively analyzed. The main findings of the study are as follows. First, the students in transforming blended learning wrote Test 3 essays more fluently than the students in enhancing blended learning. Second, the students in two groups showed decrease in the measures of complexity in Test 3; however, their Test 3 essays were considered more understandable. Last, the students in two groups showed the development of accuracy when compared to Test 1. Based on the main findings, pedagogical implications are suggested.

L2 writing instruction, blended learning, fluency, complexity, accuracy

Seo Young Yoon

DOI: Vol.18(No.4) 148-168, 2015

The emergence of CLT has brought on a shift in L2 instruction, and EFL learners are now asked to produce spoken discourse that is both accurate and comprehensible in communicative situations. However, the unfortunate reality is that the classrooms are overcrowded, and there is a lack of interaction and exposure to the target language. To make up for the lack, voice journals and BBS are used in this study to investigate the impact they have on the students’ speaking skills and their perspectives. The subjects were sixty-two university students in a speaking class. Data collection instruments included a questionnaire, class observation, learner produced voice journal entries, and reflective journals. The major findings were as follows. First, the participants showed interest towards voice journals and blended learning, but the majority had not experienced it in prior to the study. Second, they had positive perspectives towards voice journals in blended learning, especially regarding interest. Third, the students found voice journals to provide them with more chances to speak and enjoyed the interaction, but wanted more corrective feedback. Finally, voice journals in blended learning were effective for improving the students’ speaking skills. Based on the findings, suggestions, and implications are provided.

L2 speaking, blended learning, voice journal, BBS